Psychology of Self-Concept and Achievement
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Questions and Answers

Self-concept and actual ability are the same constructs.

False (B)

The big-fish-little-pond effect suggests that high achievement in competitive environments can improve individual self-concept.

False (B)

The internal/external frame of reference model compares personal achievements to internal standards and external references.

True (A)

In the reciprocal effects model, self-concept and academic achievement influence each other over time.

<p>True (A)</p> Signup and view all the answers

Students who excel in mathematics are unlikely to excel in verbal subjects as well.

<p>False (B)</p> Signup and view all the answers

Self-determination theory encompasses five mini-theories.

<p>False (B)</p> Signup and view all the answers

Amotivation is characterized by having a clear intention to act.

<p>False (B)</p> Signup and view all the answers

Intrinsic motivation is driven by external rewards or pressures.

<p>False (B)</p> Signup and view all the answers

External Regulation is a type of extrinsic motivation that is controlled by external rewards or punishments.

<p>True (A)</p> Signup and view all the answers

The three basic psychological needs in self-determination theory are autonomy, competence, and relatedness.

<p>True (A)</p> Signup and view all the answers

Introjected Regulation refers to behaviors that are fully assimilated with one's values and needs.

<p>False (B)</p> Signup and view all the answers

Identified Regulation is when a behavior is valued and seen as personally important.

<p>True (A)</p> Signup and view all the answers

Self-determination theory classifies motivation into three main types based on self-determination: amotivation, intrinsic motivation, and integrated regulation.

<p>False (B)</p> Signup and view all the answers

In collaborative cultures, students often have a weaker sense of identity through teamwork.

<p>False (B)</p> Signup and view all the answers

Students from cultures with a 'growth mindset' view failure as a chance for learning.

<p>True (A)</p> Signup and view all the answers

Stigmatization of failure in certain cultures may lead to a positive internalization of poor academic performance.

<p>False (B)</p> Signup and view all the answers

Disciplinary approaches in education offer the same insights as interdisciplinary perspectives regarding self-concept.

<p>False (B)</p> Signup and view all the answers

Interventions to enhance self-concept only target self-concept directly.

<p>False (B)</p> Signup and view all the answers

The COVID-19 pandemic hindered the uptake of digital technology for education.

<p>False (B)</p> Signup and view all the answers

Teachers’ characteristics such as anxiety and self-efficacy do not influence their engagement with technology.

<p>False (B)</p> Signup and view all the answers

Effective leadership in schools is essential for the successful integration of technology in education.

<p>True (A)</p> Signup and view all the answers

Mastery goals provide inputs that help a person improve or highlight areas of ___ competence.

<p>True (A)</p> Signup and view all the answers

Gamification in education refers to the use of stringent rules to manage student behavior.

<p>False (B)</p> Signup and view all the answers

Entity theory posits that intelligence is a changeable attribute that can be grown over time.

<p>False (B)</p> Signup and view all the answers

Incremental theory encourages students to avoid learning opportunities to prevent looking unskillful.

<p>False (B)</p> Signup and view all the answers

The beliefs about intelligence affect how individuals explain failures and the strategies they use after setbacks.

<p>True (A)</p> Signup and view all the answers

Praise and criticism from teachers and parents signals the nature of ability to students.

<p>True (A)</p> Signup and view all the answers

Attention of students with a fixed mindset tends to be biased towards information that confirms their intellectual ability.

<p>True (A)</p> Signup and view all the answers

Theories about intelligence are only applicable to academic activities and have no influence in non-academic situations.

<p>False (B)</p> Signup and view all the answers

Autonomy-supporting teaching is characterized by understanding and being responsive to students’ perspectives.

<p>True (A)</p> Signup and view all the answers

The decline of students’ intrinsic motivation over school years is primarily due to supportive school environments.

<p>False (B)</p> Signup and view all the answers

High-stakes testing encourages teachers to explore a wide range of interesting topics in their teaching.

<p>False (B)</p> Signup and view all the answers

Grades are often used as feedback but provide little relevant information about competence.

<p>True (A)</p> Signup and view all the answers

Controlling teaching provides students with opportunities for meaningful choices in their learning.

<p>False (B)</p> Signup and view all the answers

Basic psychological need support from parents is irrelevant to students’ motivation in education.

<p>False (B)</p> Signup and view all the answers

Self-determination theory suggests that more autonomous forms of motivation enhance engagement and wellness.

<p>True (A)</p> Signup and view all the answers

Performance goals are experienced as supportive and promote student freedom in learning.

<p>False (B)</p> Signup and view all the answers

Providing structure and clear expectations in teaching helps to support students' basic psychological needs.

<p>True (A)</p> Signup and view all the answers

Feedback centered on performance is often constructive and positive.

<p>False (B)</p> Signup and view all the answers

Digital literacy is essential for career readiness because proficiency in digital tools is often a prerequisite for many jobs.

<p>True (A)</p> Signup and view all the answers

Inefficiencies of a digital ecosystem are a minor challenge in digital transformation.

<p>False (B)</p> Signup and view all the answers

Critical thinking skills are enhanced by digital literacy, which helps students discern the credibility of online content.

<p>True (A)</p> Signup and view all the answers

Achievement Goal Theory solely focuses on the outcome of actions without considering the process involved.

<p>False (B)</p> Signup and view all the answers

New or amplified biases can arise as a challenge during digital transformation.

<p>True (A)</p> Signup and view all the answers

The goal of increasing competence primarily refers to improving abilities and learning new skills.

<p>True (A)</p> Signup and view all the answers

Social acceptance is not considered a challenge in the context of digital transformation.

<p>False (B)</p> Signup and view all the answers

A variable-oriented approach focuses on individual differences among a sample across various variables.

<p>False (B)</p> Signup and view all the answers

Digital divides represent gaps in access to digital tools and skills among different populations.

<p>True (A)</p> Signup and view all the answers

Achievement motivation is solely determined by extrinsic factors and not influenced by individual perceptions.

<p>False (B)</p> Signup and view all the answers

Flashcards

Reciprocal Effects Model

The idea that self-concept (how you see yourself) and actual ability in a certain area (like math or writing) are connected and strengthen each other over time.

Big Fish Little Pond Effect

The phenomenon where students in high-achieving schools may have lower self-concept compared to students with similar abilities in lower-achieving schools.

Internal/External Frame of Reference

Comparing your achievements to your own personal standards (internal) and how others are doing (external) influences your self-concept.

Internal/External Frame of Reference - Maths and Verbal

Students may tend to excel in either math or verbal skills. But often, those who do well in one subject also perform well in the other.

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Frames of Reference and Self-Concept

The extent to which self-concept accurately reflects your actual abilities is influenced by how you compare yourself to others and your own standards.

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Academic Self-Concept

How students view themselves in relation to their academic performance, influenced by cultural norms and societal expectations.

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Growth Mindset

A mindset focused on growth and continuous improvement, viewing failure as an opportunity for learning.

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Fixed Mindset

A mindset that views failure negatively, often leading to self-doubt and a decrease in motivation.

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Entity Theory

The belief that intelligence is fixed and cannot be changed.

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Cross-Cultural Differences in Academic Performance

The impact of cultural background on how students interpret their academic performance and self-worth.

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Incremental Theory

The belief that intelligence can be developed and improved through effort and learning.

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Digital Technologies in Education

The use of digital technologies to enhance teaching and learning, reshaping education in a new digital landscape.

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Teachers' Personal Characteristics in Digital Integration

The factors that contribute to teachers' willingness and ability to integrate digital technologies in their classrooms.

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Achievement Goals

The type of goals students strive for, either focusing on demonstrating competence or improving abilities.

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Beliefs in the Usefulness of Effort

How students perceive and respond to effort in relation to their intelligence.

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School Leadership and Digital Integration

The role of school leaders in creating an environment that supports the effective use of digital technologies in education.

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Attribution

Explanations people give for their successes and failures, attributing them to ability, effort, strategy, or luck.

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Infrastructure and Support for Digital Integration

The essential infrastructure and support systems required for successful digital integration in education.

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Strategies After Setbacks

Strategies used after a setback, either giving up or persevering in the face of challenges.

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Influence of Intelligence Theories on Academic Achievement

The impact of beliefs about intelligence on academic performance, including goals, effort, explanations for failures, and strategies after setbacks.

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Gamification

The application of game-like elements to educational activities to enhance engagement and motivation.

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Intrinsic Motivation

A type of motivation driven by internal factors like enjoyment, satisfaction, and curiosity towards a task.

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Extrinsic Motivation

A type of motivation driven by external factors like rewards, punishments, or social pressure.

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Autonomy-Supportive Teaching

The idea that providing students with choices, autonomy, and understanding over their learning can increase intrinsic motivation and engagement.

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Controlling Teaching

A teaching approach that emphasizes control, external rewards, and pressure, potentially undermining intrinsic motivation.

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Competence Need

The need to feel competent and effective in completing tasks. This can be fostered when students face challenges that are appropriately matched to their skills.

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Relatedness Need

The need to feel connected and valued by others. This can be fostered by creating a positive and supportive classroom environment.

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Autonomy Need

The need to feel in control of one's actions and choices. This can be fostered by providing students with opportunities to choose their learning activities, set goals, and make decisions.

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Approach Goal

A performance goal focused on achieving a desired outcome, like achieving a specific grade.

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Avoidance Goal

A performance goal focused on avoiding a negative outcome, like avoiding failing a test.

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Mastery Goal

A type of goal focused on learning and developing new skills. It emphasizes mastering the material rather than comparing oneself to others.

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Digital divide

The gap in access to technology and digital skills between different groups of people.

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Performance of digital tools

Challenges related to the performance, reliability, and effectiveness of digital tools and platforms.

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New or amplified biases

Existing biases amplified or created by digital technologies, leading to unfair outcomes.

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Inefficiencies of a digital ecosystem

Challenges related to the efficiency and coordination of different parts of a digital system.

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Privacy and data protection

Concerns about the protection of personal information and data privacy in the digital age.

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Ethics of AI

Ethical considerations regarding the development and use of artificial intelligence (AI).

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Social acceptance

The level of acceptance and willingness of society to embrace and adopt digital technologies.

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Digital literacy

The ability to use digital tools and technologies effectively and responsibly for learning, work, and communication.

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Achievement Goal Theory

This theory explains how students' goals and motivations influence their actions and learning outcomes.

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Individuals-focused approach

A research approach that focuses on identifying groups of individuals with similar characteristics and studying their differences across variables.

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Self-Determination Theory (SDT)

A theory explaining human motivation based on the degree of self-determination in an action.

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External Regulation

Motivation driven by external rewards or punishments. Examples include studying hard to get good grades because your parents promised you a new video game, or doing chores to avoid getting yelled at.

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Introjected Regulation

Motivation driven by internal pressures, such as guilt or obligation. Examples include exercising regularly because you feel ashamed if you don't, or making your bed because you feel pressured to do so.

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Identified Regulation

Motivation driven by the understanding of the value of the activity, even if it's not inherently enjoyable. Examples include taking extra math classes because you understand its importance for your future career, or cleaning your room because you know it's good for hygiene.

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Integrated Regulation

Motivation where the activity matches your values and needs, becoming part of your identity. Examples include volunteering at a local charity because helping others is a core part of your identity, or writing a blog because you deeply enjoy expressing yourself.

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Amotivation

The lack of any motivation. Examples include a student not seeing the point in studying for a subject they dislike and feeling that no amount of effort will improve their grades.

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Autonomy

A sense of initiative and ownership over one’s actions. We feel like we are choosing to act, and our actions align with our values and interests.

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Study Notes

Academic Self-Development

  • Schools significantly shape students' self-understanding and aspirations, both positively and negatively.
  • Academic success fosters self-identity and a strong self-concept, which, in turn, influences subsequent academic performance.
  • Behavioral factors in school (e.g., participation in activities) influence self-development.
  • Cognitive processes (e.g., learning, collaboration) and emotional/physiological factors (e.g., stress, motivation) in school settings impact self-concept.
  • Self-concept is a crucial psychological construct regarding motivation, personality, and well-being.
  • Models of self-concept range from unidimensional to multidimensional (academic, social, emotional, physical).

Self-Concept and Academic Achievement

  • Self-concept and actual ability reciprocally affect and reinforce each other.
  • Frames of reference (e.g., comparisons with peers, improvement over time, personal standards) influence how self-concept reflects ability.
  • A reciprocal effects model (REM) demonstrates the dynamic relationship between academic achievement and self-concept over time.
  • The big-fish-little-pond effect (BFLPE) highlights how academic achievement in a competitive environment can negatively impact self-concept.
  • Internal/external (I/E) frame of reference relates achievement in different domains (e.g., mathematics, verbal).

Self-Concept and Academic Achievement (Continued)

  • Self-concept and academic achievement mutually influence each other.
  • A reciprocal effects model explains this dynamic interplay.
  • The big-fish-little-pond effect shows how school-average achievement can negatively impact academic self-concept, especially in high-achieving academic environments.
  • Internal and external comparisons affect self-concept.

Identity and Educational Systems

  • Identity is deeply intertwined with self-concept, particularly in academic settings.
  • Educational systems (e.g., competitive vs. collaborative settings) shape self-concept through cultural norms, expectations, and performance outcomes.
  • Cultural differences influence how students interpret academic performance, impacting self-concept.
  • Students' interpretations of academic performance differ across cultures, affecting self-concept development.
  • Disciplinary and interdisciplinary perspectives help understand self-concept and identity formation.

Digital Technologies and Motivation

  • The COVID-19 pandemic accelerated the use of digital technologies in education.
  • Digital technologies offer opportunities for skill development, learning gains, enhanced communication, and access to resources, leading to improved attitudes and behaviors, especially for special needs students.
  • Teachers' personal characteristics, school leadership, and infrastructure support influence effective technology integration, enhancing motivation.
  • Challenges in digital transformation include digital divides, performance of digital tools, biases, system inefficiencies, privacy concerns, and social acceptance.
  • Digital literacy is essential for motivation, employment, and global communication.

Achievement Motivation: Goal Typologies

  • Individual differences in preferences for goals influence motivation.
  • Students strive to achieve goals, both related to the action itself and its consequences.
  • Achievement goal theory explains student responses and behavior related to achievement.
  • Defining success involves demonstrating competence, increasing competence, or other factors.
  • A bidirectional influence exists between individuals' goals and their environment.

Self-Determination Theory: Need and Goal Typologies

  • Self-determination theory (SDT) is a macro-theory of human motivation, encompassing cognitive evaluation theory and organismic integration theory.
  • Three basic psychological needs: autonomy, competence, and relatedness.
  • Amotivation describes a lack of intention to act, while extrinsic motivation is driven by external factors and intrinsic motivation by internal factors.

Growth Versus Fixed Mindsets

  • Entity theory views intelligence as fixed, while incremental theory views it as changeable.
  • Intelligence beliefs influence how students approach tasks, whether they are motivated to persist through challenges, and how they interpret feedback, impacting academic performance and other motivational facets.
  • Praise focused on effort can foster incremental theory, while praise based on ability can foster entity theory.

Expectancy-Value Perspectives on Motivation

  • Expectancy-value theory (EVT) suggests that expectancies for success and task values influence motivation, behavior, and academic outcomes.
  • Expectancies for success relate to a student's belief in their ability to succeed in a task, while task value refers to the perceived worth and attractiveness of the task itself (e.g., intrinsic, attainment, and utility values).
  • Students' cultural background, beliefs, and socializers' attitudes influence expectancies and task values.

Implications of Different Perspectives

  • Interventions that address personal, contextual, and psychological factors related to student beliefs, goals, and values can improve academic outcomes, especially for students at risk.
  • Creating a learning environment that emphasizes growth mindset, self-determination, and utility value fosters a more positive and successful academic experience for students.

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Student Development: Academic Self PDF

Description

Explore the relationship between self-concept and academic achievement in this quiz. Delve into concepts like the big-fish-little-pond effect and the reciprocal effects model. Understand how internal and external references shape self-perception and performance.

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